HEA 617: Conflict Resolution and Coalition Building
Department of Public Health Education
Kay Lovelace,
PhD, MPH
437 HHP Building,
UNCG
336-334-3246 / fax 336-334-3238
email: klovelace@uncg.edu (questions about course assignments, etc.)
email completed assignments to: kalovela.617@uncg.edu
CREDITS: 3:3
PREREQUISITES: Admission to a graduate degree program or permission
of instructor.
FOR WHOM PLANNED: All
graduate students, elective
CATALOG
DESCRIPTION: Theory,
analysis, and skill development in conflict resolution, negotiation, and
coalition building for health education and human service professionals.
COURSE DESCRIPTION:
Conflict is ubiquitous in organizational and community
life. Professionals occupying boundary
spanning roles, e.g., health educators, must deal with conflict because they
often bridge the boundaries between individuals, work groups, and
organizations, as well as between the community and the organization. Unfortunately, conflict in organizations and
communities is often covered up, ignored, or badly handled. However, if the sources of conflict are
diagnosed and conflict is addressed in a professional, sensitive manner, it can
be helpful to the individual, to the organization and to the community. Conflict situations can become opportunities
to skillfully explore different ideas, needs, perceptions, and values which, in
turn, can strengthen interpersonal and working relationships and organizational
problem solving and innovation.
One particular application of negotiation skills that has become increasingly important in the community health arena is the development of community health promotion and disease prevention coalitions composed of agencies, institutions, and concerned citizens with diverse agendas. In such situations, health and human service professionals need to use negotiation and conflict resolution skills to help coalition members develop common ground. To become skilled at dealing with conflict and developing coalitions, individuals need to examine their cultural and familial assumptions about conflict. In addition, they need to develop a paradigm that assumes diversity (in knowledge, experiences, needs, and values), while often difficult, can serve as a source of strength, adaptability and creativity in a rapidly changing world.
This course will address three models that may be used in
conflict situations: an interpersonal problem solving model, a mediation model,
and a negotiation model. Students will
learn to diagnose conflict and apply appropriate models and skills to address
it. In addition, students will
learn to apply conflict resolution and
negotiation skills as they build community coalitions. To develop their skills, students will
analyze case studies, negotiate with each other using case studies and examples
from their own experience, receive, and give feedback, and practice
self-reflection (through the use of a negotiation journal) to understand their
own reactions to conflict and negotiation.
STUDENT LEARNING
OUTCOMES:
As a result of this course,
students will be able to:
1. Describe recent developments
in community conflict resolution.
2. Reflect thoughtfully on their typical reactions, strengths, and weaknesses in conflict and negotiation situations.
3. Listen attentively to
discover mutual interests and common ground among community members.
4. Understand the dynamics of
conflict escalation and interrupt the cycle of escalation effectively.
5. Assist others in resolving
conflicts.
6. Prepare for negotiations.
7. Use integrative (win-win)
tactics to negotiate with confidence.
8. Develop and use strategies
for resolving conflicts even if the opponent does not change.
9. Develop and use strategies
for building coalitions between diverse community groups.
TEACHING STRATEGIES:
Lecture, class discussion, group work, experiential
exercises, case study analysis.
REQUIRED TEXTS:
1. Bolton, R. (1979). People skills. Englewood Cliffs, NJ: Prentice-Hall.
2. Fisher, R., Ury, W., & Patton, B.
(1991). Getting to Yes: Negotiating
Agreement Without Giving In. New
York: Penguin.
3. Stone, D., Patton, B., & Heen, S. (1999). Difficult Conversations: How to Discuss What Matters Most. New York:
Viking, 4. Readings on reserve.
COURSE
REQUIREMENTS
6. Commit to and abide by the UNCG Academic Integrity Policy.
EVALUATION:
1. Goals paper (required, but ungraded)
2.
Mediation feedback 10%
3. Perspective paper (5 pages) 15%
4.
Preparation / participation / skill assessment 30%
(including end of class self-assessment
paper)
5.
Journal (graded high pass, pass, low
pass, fail) 35%
6.
Oral presentation / book club / conflict
resources 10%
More detail on
assignments:
1.
Goals Paper
(see January 13, 2003 description).
2. Mediation feedback (10%)
Using a rubric that addresses skills taught
in the class, you will provide feedback to another class member on his/her
mediation skills. The feedback will be
written at home (after your observation), and delivered to your colleague (in
person) in the next class.
3. Perspective paper (15%)
The perspective paper is a slightly longer HW assignment that involves 2 parts: 1) preparation for a perspective exercise; 2) completion of the exercise (April 21) and written description of your learnings. More about this assignment later.
4. Preparation / participation / skill
assessment
You will be assessed on your preparation for class, your willingness to participate in the class activities, to ask questions that advance your understanding and that of others, to participate in discussions that deepen the conversation, and to build on a positive, collaborative, respectful group climate. We will rehearse conflict resolution, mediation, and negotiation skills in class and after specific skills have been demonstrated, you will be evaluated on the extent to which you accurately demonstrate the skills we address. Finally, rather than a final exam, you will evaluate the extent to which you meet your goals and submit your response to this in a 3-5 page paer.
5. Journal (35%)
You are asked to keep a journal
during the course. The entries are to
be about the application of what you are learning in this course to your daily
life. You will email me your journal
entries each Monday am by 8:00. There
are three types of entries:
a. Specific Class Assignments I will
make specific assignments re: course reading, analysis of activities,
preparations for negotiations, etc.
b. Descriptions
and Analysis of Your Own Personal Experiences with Conflict. You will record your record your own personal experiences with
conflict. Please comment on your own
responses to conflict, actively experiment with the skills and models used in
the course, and reflect on your experiences with them. To be useful, you must provide concrete
detail. Include exact quotes of
the verbal exchange, of the context of the conflict, of the entire situation to
the extent that an outside party could read it and picture the entire
scene. After the description,
reflect on the situation. How did you
feel during and after the conflict?
What is your assessment of the skills and approaches you used? How did you use/not use the concepts
addressed in the course?
c. Field Notes
of Other Conflicts/Negotiations.
Throughout the semester you will have the opportunity to observe
conflicts or potential conflicts that others rather than yourself have. You may want to describe these conflicts
and note the patterns you observe.
For example, across the street
from my house, a new house is being constructed. A portatoilet is placed in front of the lot, directly across
from my front window and next to another neighbor's front door. If we wanted to approach the builder about
moving the toilet to a less noticeable place on the lot, what would be the best
way to approach him?
Recording your observations of
others' conflicts can be useful since it is often easier to bring a more objective
eye to the resolution of their conflicts compared to your own. These observations will also provide
interesting cases for class discussion.
Completing your journal and keeping a record:
3. Keep a hard copy of your entries in a divided notebook (no more than 1” softcover) using tabs for the three types of entries listed above. Within each section, keep entries in chronological order. Place copies of my response next to your original.
6.
Oral presentation / book club / additional conflict
resources (10%)
So little time, so much to learn.
The fields associated with conflict resolution include international
relations, family mediation, public policy mediation, alternative dispute
resolution, peace studies, etc. To
bring your own particular interests into the class, each of you will complete a
short project that could include one or more of the following:
¨
A book review
¨
An extensive web search and annotated bibliography
about an area of interest to you
¨
Interviews with individuals involved in some aspect
of conflict resolution and oral or written report.
More
about this project on January 27, 2003.
How to do
well in this class:
¨
Take
some risks. Make a commitment to help
create a learning community in this class.
We will all bring different perspectives and experiences that will enrich
the learning that we do together. Find
ways to stretch yourself. If you
usually talk a lot, try listening and drawing out other participants. If you usually listen, try speaking
more. Think of ways in which you can
exercise leadership within the class.
Experiment with questions to each other that create a class
conversation.
¨
Be
disciplined in your approach to the class.
Success requires you to read and think carefully, to prepare adequately,
to record observations in your journal, participate fully in group discussions,
and to stretch yourself in the preparation of your class papers.
TOPICAL OUTLINE
I. CONFLICT
RESOLUTION SKILLS
Week 1 January
13, 2003 Attitudes about conflict
Objectives: At the end of this class
session (and after the completion of assignments), students will be able to:
¨
describe
the course objectives and assignments
¨
describe
the nature of conflict
¨
describe
positive as well as negative outcomes of conflict
¨
describe
how culture and personal history shape our ways of addressing conflict
¨
understand
their typical approach to resolving conflict
Readings: Stone, Difficult
Conversations, pp. 1-128.
Assessment: Conflict styles inventory
Goals paper: Due Tuesday, January 21, noon: Please email to: kalovela.617@uncg.edu
In this paper, please describe
what you would like to learn in this course.
What are the settings in which you anticipate practicing? What types of conflict are most difficult
for you? What is your typical way of
handling conflict? What would you like
to change about your response to conflict? What are you committed to doing to
achieve your goals?
Journal
entry #1: Please write one page about
your reaction to Stone et al.
Journal entry #2: Please describe a conflict that you are
involved in or that you witness.
January 20 Martin
Luther King, Jr. Day (no class)
Week 2 January
27, 2003 Listening with power
Objectives: At the end of this class
session, students will be able to:
¨
explain
why listening is a key skill in conflict resolution
¨
identify
three barriers to communication they sometimes exhibit
¨
demonstrate
reflective listening techniques
Readings: 1. BOLTON, pp. 1-113.
Assignments: Journal entry # 1:
Which of your behaviors
typically create roadblocks to communication?
Consciously try to refrain from using these behaviors over the
week. What do you notice about the
quality of communication? How do you
feel? What reactions do you get, if
any? Please record your attempts at
this and your assessment of how it worked in your journal. Email to me by 8 am January 27, 2003 at kalovela.617@uncg.edu
Journal entry # 2: Use your best listening skills in listening
to someone who is upset about something.
The person does not have to be upset "with you" but it must be
someone who is expressing emotion over something in their lives. Describe the interaction. Describe what happens to the speaker as you
listen well to them. How long did you
listen? How is your behavior in this
situation different from the ways you are accustomed to behaving? Email to me
by 8 am January 27, 2003 at kalovela.617@uncg.edu
Week 3 February
3, 2003 Assertion
Objectives: At the end of this class
session, students will be able to:
¨
explain
the differences between assertive, submissive, and aggressive behavior
¨
understand
when they typically use each type of behavior
¨
discuss
the costs and benefits of each type of behavior
¨
demonstrate
three-part assertion messages as a way of asking for what you need
Readings: 1. BOLTON, pp. 115-157
Assignments: Journal entry #1:
Practice reflective listening with someone with someone who is upset about something. What do you notice as you listen? What appears to be the effect of your listening on the other person? Think about your body language. How is it supporting / not supporting your listening behaviors? Email to me by 8 am February 3, 2003 at kalovela.617@uncg.edu.
Week 4 February
10, 2003 Dealing with defensiveness
Objectives: At the end of this class
session, students will be able to:
¨
utilize
concrete strategies for dealing with defensive behavior
¨
initiate
joint problem solving around an interpersonal conflict
Readings: 1. BOLTON, pp. 158-202
2. STONE, pp., 129-162
Assignments: Journal entry #1:
Using what you have learned about assertion, prepare and deliver a three-part assertion message to someone and follow it up with good reflective listening as you have practiced in the class on dealing with defensiveness. This must be a real issue that you have with someone, where you are truly interested in seeing some change. Write a detailed account of what happened. How did the receiver respond to the message? What happened next? Did the issue get resolved? How was this different from the way you usually handle such situations? Email to me by 8 am February 10, 2003 at kalovela.617@uncg.edu.
Week 5 February 17, 2003 Putting it all together
Objectives: At the end of this class
session, students will be able to:
¨
set
a cooperative climate for resolving conflict
¨
prepare
for the stages of conflict resolution
¨
engage
others in joint problem solving
Readings: 1. BOLTON, pp. 205-279.
2. STONE, pp. 163-217.
Assignments: Journal Entry #1:
Almost everyone gets defensive in the face of conflict and it identify situations in which you are likely to become defensive and prepare for them. In what situations do you become defensive? What conscious strategies could you develop to decrease your defensiveness? What is an alternative behavior that you could use? Email to me by 8 am February 17, 2003 at kalovela.617@uncg.edu.
Preparation for class time:
Think of a conflict that you
have with someone that is troubling you or that, if resolved, could improve a
relationship (work, family, or friend).
Come to class prepared to address this conflict in a small group situation.
II. MEDIATION SKILLS
Week 6 February
24, 2003 Introduction to mediation
Objectives: At the end of this class
session, students will be able to:
¨
discuss
key components of mediation theory
¨
determine
when its appropriate to mediate conflict and when it is not
¨
understand
the role of the mediator
¨
understand
the values underlying mediation
Readings: 1. MENNONITE CONCILIATION SERVICE, pp 129-144. (on reserve)
2. Bush, R.A.B. & Folger,
J.P. (1997). The Promise of
Mediation: Responding to Conflict
Through Empowerment and Recognition.
(pp. 15-32). San Francisco: Jossey Bass. (on reserve)
Assignment: Journal Entry #1:
Analyze a conflict situation that you have observed. Describe it in detail. Who are the parties involved? What is the conflict issue? Would mediation be appropriate? Why or why not? Would you be an appropriate mediator for the conflict? Why or why not? (1 page, single-spaced, maximum). Email to me by 8 am February 24, 2003 at kalovela.617@uncg.edu.
Week 7 March 3, 2003 The Mediation
Process I
Objectives: At the end of this class
session, participants will be able to:
¨
introduce
the mediation process to two disputants
¨
obtain
agreement to mediate
¨
explain
and obtain agreement on groundrules for the mediation process
¨
serve
as a mediator for an informal mediation process
Readings: 1. MENNONITE CONCILIATION SERVICE, pp. 145-183 (on reserve)
Assignment: Prepare for assigned mediation.
Other
assignment TBA.
March 10, 2003 Spring
Break ENJOY!
Week 8 March
17, 2003 The Mediation Process II
Objectives: At the end of this class
session, participants will be able to:
¨
serve
as a mediator for an informal mediation process
¨
reframe
issues
¨
lead
disputants through problem solving stage
¨
use
powerbalancing and caucuses to assist in the mediation process
¨
obtain
a sustainable agreement
Readings: TBA
Assignment: Prepare for assigned mediation.
Journal entry due.
III. NEGOTIATION
Week 9 March
24, 2003 Introduction to
negotiation
Objectives: At the end of this class
session, students will be able to:
¨
discuss
key components of principled negotiation theory
¨
distinguish
interests from positions
¨
begin
to prepare for a negotiation using an interests analysis and a currently
perceived choice analysis
Readings: 1. FISHER, URY, & PATTON, pp. 1-95.
Assignment: TBA
Journal
entry due.
Week 10 March
31, 2003 Preparing for negotiations
Objectives: At the end of this class
session, students will be able to:
¨
evaluate
their own negotiation power
¨
consider
alternatives to a negotiated settlement
¨
assess
the power and alternatives of the other side
¨
determine
the costs and benefits of using negotiation to address a particular conflict
situation
Readings 1. FISHER & ERTEL, interests and positions chart,
currently perceived choice chart (on
reserve)
2. Pruitt, D.G. (1983).
Achieving integrative settlements in negotiations. In Gary Weaver (Ed.), Culture, Communication, and
Conflict: Readings in Intercultural
Relations. Needham Heights,
MA: Simon and Schuster Custom
Publishing (on reserve)
Assignment: Journal entry due.
Prepare for assigned negotiation.
Week 11 April
7, 2003 The negotiation proper
Objectives: At the end of this class
session, students will be able to:
¨
describe
three factors that will contribute to negotiation effectiveness
¨
consider
the tactical choices and strategic decisions available
¨
describe
and use the steps of negotiating
¨
use
a framework for organizing ways of thinking about various negotiation tactics
Readings: 1. GETTING TO YES, pp. 97-187.
Assignment: Journal entry due.
Prepare case for negotiation.
Week 12 April
14, 2003 Culture in negotiation & conflict resolution
Objectives: At the end of this class
session, students will be able to:
¨
describe
how culture plays a role in negotiation and conflict resolution style
Readings: TBA, on
reserve
Guest faculty: TBA
Week 13 April
21, 2003 Negotiation dynamics (including the effects
of gender)
Objectives: At the end of this class
session, students will be able to:
¨
list
four limitations in judgments made by individual decision makers
¨
describe
the conditions that lead to entrapment
¨
use
negotiation tactics to de-escalate a conflict / negotiation
¨
describe
how gender affects negotiations
Readings:
1. Ury, W. (1991). Getting
Past No: Negotiating Your Way From
Confrontation To Cooperation, (pp. 31-156). New York: Bantam Books.
2.
Kolb,
D. & Coolidge, G. (1988). Her place
at the table: A consideration of gender
issues in negotiation. Harvard University. Program on Negotiation Working Paper
Series 88-5.
Assignment: Journal
entry due.
Prepare for perspective exercise.
Week 14 April
28,2003 Groups and conflict resolution
Objectives At the end of this
class session, students will be able to:
¨
understand
how many parties affect the negotiation of a conflict
¨
be
sensitive to the effect of reactions of parties not represented at the table
¨
maximize
opportunities for renegotiation before rather than after a deal has been made
Readings 1. Carpenter, S. & Kennedy, W.J.D. (1988). Reaching and carrying out agreement, Managing
Public Disputes. San Francisco,
Jossey-Bass.
and . . .
2. Ury, W.L., Brett, J.M. &
Goldberg, S.B. (1988). Designing an effective dispute resolution system, In
J.W. Breslin & J.Z. Rubin (Eds) Negotiation Theory and Practice.
Cambridge, MA: Program on Negotiation
Books.
or . . .
3. Kolb, D. & Silbey S.
(1990). Enhancing the capacity of organizations to deal with disputes, Negotiation
Journal, 4, 413-431.
Assignment: Journal entry due
Week 15 May
5, 2003 Conflict resolution as interpersonal and social transformation
Objectives: At the end of this class
session, students will be able to:
¨
discuss
how conflict resolution can serve to cause interpersonal transformation.
¨
discuss
how conflict resolution can serve to cause social transformation.
Readings: TBA
Assignments: Perspective
paper due.
OR . . . .
Week 15 May
5, 2003 Managing public disputes
Objectives At the end of this
class session, students will be able to:
¨
describe
a process for resolving a public dispute
¨
understand
how to use third parties in public dispute resolution
Readings 1. Susskind, L. & Field, P. (1997). When values collide
(Ch 6), Dealing with an angry
public: The mutual gains
approach to resolving disputes. New
York: Free Press.
Assignments: Perspective paper due.